Dynamics of regulatory and personality features in junior schoolchildren with decreased psychological well-being (longitudinal data)

2020 ◽  
Author(s):  
I. N. Bondarenko ◽  
A. M. Potanina ◽  
I. Yu Tsyganov
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Academic Motivation ◽  
Negative Impact ◽  
Self Regulation ◽  
Well Being ◽  
Regulatory Process ◽  
Psychological Well Being ◽  
Traditional Concept ◽  
Analysis Of Dynamics

The article presents the results of longitudinal analysis of dynamics of regulatory, personal, motivational characteristics and academic success in students with decline of psychological well-being during the transition from grade 5 to 6. A group of 6th graders whose psychological well-being significantly decreased in comparison with the 5th grade (N = 26) was identified. We compared of indicators of conscious self-regulation (V. I. Morosanova), personal properties (Big 5), attitude to learning (A. M. Prihozhan) and academic motivation (T. O. Gordeeva) with a time difference of one year. The results show the maintenance of the level of academic performance against the sharp decline in almost all regulatory, personal, motivational and emotional indicators. We identified two indicators which serve as a resource for maintaining the academic success of the respondents: Neuroticism and regulatory process of Modelling. In contrast to traditional concept of its negative impact it was shown that Neuroticism was almost the only factor supporting academic performance at that age. A particularly significant result is the discovery of a «sensitive» age for the development of the regulatory process of Modelling, which is responsible for the ability to set and perform complex tasks, not to be afraid of new non-standard situations, and find solutions in «hopeless» stressful situations.

Regulatory, motivational, and personality features of younger adolescents with positive dynamics of psychological well-being

2020 ◽  
Author(s):  
T. G. Fomina ◽  
◽  
Y. A. Ishmuratova ◽  
E. V. Filippova
Keyword(s):  
Academic Motivation ◽  
Self Regulation ◽  
Well Being ◽  
Learning Activity ◽  
Psychological Well Being ◽  
Regulatory Processes ◽  
Educational Motivation ◽  
Motivational Profile ◽  
Personality Features ◽  
Activity Questionnaire

The authors present their analysis of data obtained in the longitudinal study on the specifics of the regulatory, intrapersonal and motivational characteristics of adolescents with positive dynamics of psychological well-being. The sample consisted of the Russian schoolchildren (N = 98) examined twice with 1-year interval: in the 5th, then in the 6th grade. Diagnostics of the psychological well-being level by means of the Well-Being Manifestation Measure Scale allowed to distinguish a group of students characterized by the positive dynamics of well-being at a given period of time (N = 75). The features of self-regulation, attitudes towards learning, academic motivation, and personality characteristics of these students were then identified and described. Conscious self-regulation was assessed using Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire. It was shown that self-regulation in this group of children is characterized by a harmonious profile with well-developed regulatory processes. The specifics of academic motivation were analyzed using the Scales of Academic Motivation of Schoolchildren. It was established that intrinsic motivation, despite a slight overall decrease in the level of educational motivation at this period of schooling, stably exceeds the level of ineffective external types of educational motives in the motivational profile of these children. Considering the specifics of personality traits (according to the results of the Big Five Questionnaire — Children version method) revealed that pupils with positive dynamics of psychological well-being are characterized by high values of extraversion, conscientiousness, agreeableness, and openness to experience, accompanied by the low neuroticism level. The results obtained indicate a positive trajectory of the subjective activity formation in these adolescents and their successful adaptation to the changing educational environment.

scholarly journals Psychological Strengths Contributing to Rural Student’s Academic Performance in Kadazandusun

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Getrude C. Ah Gang Grace
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Well Being ◽  
Rural Students ◽  
Psychological Well Being ◽  
Academic Self Efficacy ◽  
Psychological Strengths

Achieving academic success is a shared dream among students. To achieve academic success, psychological strengths, such as psychological well-being, academic self-efficacy, and motivation, are predictors of students’ academic achievement. To examine these factors, a study was conducted on rural students from the Kadazandusun community residing in the interior Sabah division. It is predicted that each of these psychological factors may contribute to the academic achievement of these rural students. There were 668 Kadazandusun rural students from 17 rural schools in Sabah who participated in this study. A set of questionnaires comprising four parts was used to measure all the variables based on the following sequence: Section A measured demographic variables, Section B measured psychological well-being, Section C measured achievement motivation, and Section D measured academic self-efficacy. The simple regression analysis showed that each psychological factor moderately affected academic achievement. Psychological well-being, achievement motivation, and academic self-efficacy contributed 4.4%, 2.2%, and 5.1% of the variance in students’ academic achievement, respectively. This study’s results may give the Ministry of Education, schools, and parents a glimpse of hope that despite educational limitations, such as lack of infrastructure and geographical location, students’ psychological strengths can enhance rural students’ academic performance. Therefore, the educational authorities can provide more programmes regarding works that increase psychological well-being, motivation, and academic efficacy, which may contribute to the academic success of rural students.

scholarly journals Personality and Motivational Features and Conscious Self- Regulation in Early Adolescents with Different Dynamics of Psychological Well-Being

2019 ◽  
Vol 24 (4) ◽  
pp. 5-21 ◽  
Author(s):  
V.I. Morosanova ◽  
I.N. Bondarenko ◽  
T.G. Fomina
Keyword(s):  
Secondary School ◽  
Academic Motivation ◽  
Self Regulation ◽  
Well Being ◽  
Diagnostic Methods ◽  
Main Task ◽  
School Students ◽  
Psychological Well Being ◽  
Grade 5 ◽  
Learning Conditions

The article deals with the problem of the dynamics of psychological well-being of students. It is focused on the role of conscious self-regulation of learning activities in ensuring the students’ psychological well-being stability during their transition from the primary to the middle stage of the secondary school. The main task of the empirical research was to identify, on the basis of longitudinal data, the features of the conscious self-regulation in the students with different trajectories of psychological well-being. The sample of the study consisted of the secondary school students (N = 298).The first stage of the longitudinal study was carried out in grade 4, the second stage — 6—8 months later, when students moved to grade 5.All in all, 239 people (48% boys) completed the questionnaires in two points of the longitude. The students were examined using a set of diagnostic methods, including "Self-Regulation Profile Questionnaire — Junior "; “Scale of manifestations of psychological well-being of adolescents”, “Scales of academic motivation of schoolchildren”, “Big Five — the children's version”, “Methods of diagnostics of the learning motivation and emotional attitude to learning”. The study allowed to describing three trajectories of changes in the psychological well-being of students during their transition from the primary to the middle school: "Increasing", "Stable" and "Decreasing". The data analysis made it possible to identify significant differences in the students’ regulatory characteristics with regard to selected groups. There are also specific academic motivation, attitudes to learning, and the personal dispositions characterizing students with different psychological well-being trajectories. The study revealed significant influence of the conscious self-regulation development on the various manifestations of the students’ psychological well-being. The obtained results point out the significant resources of well-being for the primary school students at the next stages of schooling. They are such regulatory features as planning goals, programming actions, evaluating their results, and flexibility as the ability to make corrections when the learning conditions change.

scholarly journals THE IMPACT OF SOCIAL INTERNET PRACTICES ON THE PSYCHOLOGICAL WELL-BEING OF SENIOR PUPILS

2021 ◽  
Vol 2 (2) ◽  
pp. 119-134
Keyword(s):  
Empirical Study ◽  
Computer Games ◽  
Negative Impact ◽  
Positive Impact ◽  
Self Regulation ◽  
Well Being ◽  
The Internet ◽  
Psychological Well Being ◽  
Subjective Assessments ◽  
The Impact

The article deals with the study of the peculiarities of the impact of social Internet practices on the psychological well-being of senior pupils. The author presents a model of psychological well-being of senior pupils and a conceptual model of the impact of social Internet practices on the psychological well-being of senior pupils, which takes into account the content of practices, situational and targeted self-regulation of their realization. An empirical study of the impact of social Internet practices on the psychological well-being of senior pupils is carried out. The general sample consisted of 9th-11th grade pupils of secondary schools, a total of 1,144 respondents, including 458 boys and 686 girls, aged 14 to 17. The study used: author’s methods of express evaluation of psychological well-being, assessment of the content of social Internet practices, separate scales of the questionnaire for assessing the level of media culture (L. Naydonova, O. Baryshpolets, etc.), author’s questionnaire of subjective self-assessment of impact of social Internet-practices on psychological well-being. The results of the empirical study have revealed the phenomenon of asymmetry of subjective assessments of the impact of social Internet practices: senior pupils overestimate the positivity of the impact of the Internet. Besides, the higher the level of real psychological well-being of respondents, the more their subjective assessments of the impact of Internet practices are shifted towards the positive, i.e. they more positively perceive any activity on the Internet, although it may objectively cause certain risks. Peculiarities of psychological well-being of active and inactive users of various social Internet practices are identified and described. The positive impact of the practices of searching for interesting information and information for learning (informational consumer practices), as well as the practice of using social networks to maintain friendly relations (communicative) on psychological well-being have been confirmed. It has been established that computer games and surfing the web without a purpose have a negative impact on the psychological well-being of senior pupils.

Relationships between resilience and quality of life in parents of children with cancer

2021 ◽  
pp. 135910532199080
Author(s):  
Y. H. Luo ◽  
W. H. C. Li ◽  
A. T. Cheung ◽  
L. L. K. Ho ◽  
W. Xia ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Negative Impact ◽  
Mainland China ◽  
Well Being ◽  
Children With Cancer ◽  
Psychological Well Being ◽  
Tertiary Hospitals

A child suffering from cancer can be considerably stressful for parents, exerting a negative impact on their psychological well-being and quality of life. This study explored the relationships between resilience and quality of life in parents of children with cancer. We recruited 146 parents of children with cancer in two tertiary hospitals in mainland China. The results revealed that greater parental resilience was associated with better quality of life. It is essential to develop interventions that can enhance resilience for parents of children with cancer, thereby improving their quality of life. ClinicalTrials.gov ID: NCT03631485

The influence of psychological well-being on academic success

2015 ◽  
Vol 23 (1) ◽  
pp. 15-24 ◽  
Author(s):  
F. Rüppel ◽  
Sebastian Liersch ◽  
U. Walter
Keyword(s):  
Academic Success ◽  
Well Being ◽  
Psychological Well Being

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals Personality Factors as Determinants of Psychological Well-Being among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. FarihaIshrat Ullah
Keyword(s):  
Academic Success ◽  
University Students ◽  
Early Adulthood ◽  
Well Being ◽  
External World ◽  
Dynamic State ◽  
Personality Factors ◽  
Psychological Well Being ◽  
Self Reliance ◽  
The Individual

Sense of well-being is one of the most important goals which individuals strive for. It affects our perceptions of the external world such that we are able to view it with greater positivity and deal with day to day problems effectively. With an increasingly competitive existence, the pressures and challenges confronting the individual are extremely high, therefore it is difficult to maintain this sense of well-being at all stages of life. Adolescence and early adulthood are particularly demanding, because conflicts relating to quest for identity, concerns for academic success, career and uncertainty about the future all magnify the problems manifold. This is a phase in which several mental health disorders of adulthood appear and affect adjustment in society. Intellectual capacities increase and emotions intensify. The major tasks during this phase include establishing independence, realizing one’s identity and capabilities and preparing for adult self reliance. Psychological well-being has been defined as a dynamic state characterized by a reasonable amount of harmony between an individual’s abilities, needs and expectations, and environmental demands and opportunities (Levi, 1987). It is connotative as a harmonious satisfaction of one’s desires and goals (Chekola, 1975). Since personality is a core factor which determines our reactions and adjustments, psychological-well-being during such a stressed phase as adolescence should be studied within its perspective. It is important that researches which identify factors which contribute to psychological well-being should continue to be conducted in different contexts and with better methodologies. The present research aims to study the personality factors as determinants of psychological well-being amongst university students. Appropriate analysis will be conducted to explore the topic further.

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